Circa1865

Washington’s warning regarding foreign entanglements, as well as John Quincy Adam’s belief that America does not go abroad in search of monsters to destroy, were forgotten by Woodrow Wilson’s reign. In the latter’s time there were those in Congress who saw that Britain was a preferred creditor of American business interests and thus had to be bailed out with American lives and fortune.

The question must be asked: Had Britain been left on its own to seek an armistice with Germany, and Kaiser Wilhelm remaining on the throne, would a German nationalist rising out of American intervention and German defeat have occurred?

Conservative Southern Democrats of 1917

“[In] the period of neutrality of the First World War more Southerners opposed intervention and Wilson’s foreign policies than they did intervention and [FDR’s] foreign policies in the period of neutrality of the Second World War.

In an editorial of March 11, 1917, the Greensboro Daily News said the rich and the heads of corporate industry wanted war, not the great, silent masses. It was persuaded by its readers’ letters, it said, “that the masses of people of this section have little desire to take a hand in Europe’s slaughter and confusion.”

Several Southerners in Congress, such as Claude Kitchin of North Carolina, majority leader in the House of Representatives, and Senator James K. Vardaman of Mississippi, opposed Wilson’s foreign policy and upheld traditional isolationist views. Vardaman belonged to that “little band of willful men” who in February 1917 successfully filibustered against Wilson’s Armed Neutrality bill and was one of the six senators who voted against war with Germany.

In his opposition speech of April 8, 1917, to Wilson’s request for war, Kitchin insisted that the President’s foreign policy had been pro-British from the outbreak of hostilities. “We are to make their quarrel, right or wrong, our quarrel,” Kitchin said. “We are to fight out, with all the resources in men, money and credit of the Government and its people a difference between the belligerents of Europe to which we were and are utter strangers.” This was a view many isolationists, North and South, could accept.

Kitchin and the South resented, among other things, Britain’s blockade because of its adverse effect on cotton and tobacco growers . . . [as] in the first two years of the war, the South suffered more from the blockade than any other section. The possibility that the Southerners in Congress might join with the German-American and Irish-American elements to force a retaliatory arms embargo against the British for suppression of the cotton trade with Central Europe appeared in 1915 as a grave threat to Anglo-American relations.

“The cotton producers of North Carolina and the entire South are aroused over the action of Great Britain in declaring cotton contraband,” Claude Kitchin announced, according the Greensboro Daily News of August 27, 1915, “and they want the Administration to be as emphatic in dealing with England on this score as it has been dealing with Germany over others.”

Throughout the South there was a widespread campaign for retaliation against the British government.

The British, to pacify the South, finally made a secret agreement with the American government to buy enough cotton to stabilize the price at ten cents a pound. British buying . . . soon drove up cotton prices and the crisis passed.”

(The South and Isolationism, Alexander Deconde; The South and the Sectional Image, The Sectional Theme Since Reconstruction, Dewey W. Grantham, editor, Harper & Row, 1967, excerpts pp. 120-121)

When Jesse Jackson ran for president, former Alabama Governor George Wallace approved of Jackson’s ideas to “stir up the economy,” to seek more than just a service economy.” Plus he admired Jackson’s charisma and speaking abilities, stating further that if “anyone can bridge the gap between black and white, you can.”

Wallace ran for president in 1968 with Gen. Curtis LeMay as his running mate.

George Wallace at Willie Wilburn’s

“In Florida [during the presidential campaign] (and later, in Michigan and a few other States) school busing was a key issue. At Vero Beach, Wallace said: “Now, on this busing, I said many years ago, if we don’t stop the federal takeover of the schools, there’d be chaos. Well, what have we got? Chaos. This thing they’ve come up with of busing little children to schools is the most asinine, atrocious, callous thing I’ve ever heard of in the whole history of the United States.

Why, when President Nixon was in China, so I hear, he and Mao Tse-tung spent half their time talking about busing. And I hear Mao Tse-tung told him, “Well, over here in China, if we take a notion to bus ‘em, we bus ‘em, whether they like it or not.” Well, Mr. Nixon could have told him that we [are] about to do the same thing over here.”

Being against busing, he insisted, was not being for segregation or against the blacks. He was fond of telling the story of when an NBC crew headed by the correspondent Sander Vanocur was doing a story on Wallace’s hometown of Clio:

“We drove by Willie Wilburn’s. That’s a black nightspot in Barbour County. And I said, “Let’s pull up here.” And some of them New York boys, they didn’t want to stop because there’s three or four young blacks, tough-looking with mustaches, standing outside. But I walk up and smile and they shake my hand, and then Willie comes running out and hugs my neck and says, “Governor, I thought you were never coming back after they sent you up yonder,” and he turns and hollers, “Louise, come see Governor Wallace” – Louise, that’s his wife. Shoot, them New York boys like to died. I said, “Now, when I’m in New York, you gonna take me to see some of your black nightspots?” And they said, “No sir, We’re liable to get killed.”

In a post-primary interview on the “CBS Morning News,” not only did [Hubert] Humphrey refuse to reject Wallace as a prospective running mate, he made comments on busing that might have been scripted by the Alabama governor: “People don’t want their children to be bused hither and yon,” Humphrey said, from a good school to a bad school, from a good neighborhood to a neighborhood filled with crime.”

Two days after the election, the president of the United States declared on national television that people do “not want their children bused across the city to an inferior school just to meet some social planner’s concept of what is considered to be the correct racial balance.”

(George Wallace: American Populist, Stephan Lesher, Addison-Wesley Publishing, 1994, excerpts pp. 473-476)

The American Founders foresaw the problem of abuse of power and the rise of a president who would cut the shackles of the Constitution, though they more feared sectionalism and an evil combination of the branches of government.

The abuse of power arose with a president who fomented war upon a State, which is treason under the Constitution, raised an army without the consent of Congress, and threatened to arrest and imprison all who defied him. With the formerly federal government afterward under absolute executive and congressional control, the schools educating young citizens on their fealty to national power.

James Louis Petrigu (1789-1863) was a South Carolina Unionist and served as that State’s attorney-general. His stated faith in education as the bulwark of a republic was unfortunately upset by government control of the schools.

“Who Shall Restrain the Will of the People?”

“As Petigru understood it, the United States Constitution confirmed what the Revolution had aimed to achieve. Reversing the Confederation’s dispersal of power was but a minor part of its accomplishment, for it had by its division of legitimate governmental power between the individual States and the federal union ensured the Revolution’s goals of restricting centralized public authority in the interests of individual liberty.

But individual freedom, as Petigru said in his 1844 Fourth of July oration, required positive government as well as restraints on legitimate power. This too the Constitution had accomplished with its system of checks and balances. Without both the powers allotted and the restraints imposed, “there would be no barrier between a dominant majority and the object they mean to effect.”

Thus, by creating a constitutional union that divided sovereignty between State and nation and checked the evil of concentrated power in any one branch of government, the American people had fulfilled the promise of their revolution.

But the problem of abuse of power was not obviated by the broadly democratic underpinning of the American experiment. Nowhere did Petigru more clearly address that dilemma than in the question he asked that Independence Day audience: “For who shall control where all are equal, or how shall the people restrain the will of the people?”

The best means to control the popular passions implied in his question was education. If a republic was to survive, he thought, its government must provide the schools necessary to cultivate in all its citizens the intellectual independence that was “the bright side of Democracy.”

Without access to knowledge, citizens would lack the ability to challenge their government, and individuals the means to protect their freedom . . . [and] withstand the force of majority opinion. And given Petigru’s opinion that “the Majority are wicked is a truth that passed long ago into a proverb,” republican government could not long survive unless it sponsored that learning, for “what hope is there for the human race when there is no minority?”

(James Louis Petigru: Southern Conservative, Southern Dissenter, William & Jane Pease, University of Georgia Press, 1995, excerpts pp. 149-150)

John C. Calhoun witnessed the rise of Northern radicalism and his keen political insight saw a problematic future for the American South. He did not live to see the secession crisis fully develop, but his countrymen later anticipated “that Lincoln’s election was only the first step” toward the eventual destruction of their political liberty and the Union of their fathers.

Calhoun accurately predicted that the North would monopolize the new federal territories and acquire a three-fourths majority in Congress to force a restructuring of the Union. Once the South’s freedmen were admitted to the franchise by the North’s radical Congress, Republican political hegemony was virtually uninterrupted until 1913.

The Emergence of the Radical

“In the 1830’s . . . the North had become a prolific seedbed of radical thought. The rural South, on the other hand, showed little tolerance for radicals. The hostility to the proponents of revolutionary ideas seems at first inconsistent with the individualism which Southerners generally displayed. The Southern brand of individualism, however, was of manners and character rather than of the mind.

The Southerner vigorously resisted the pressure of outside government, he was cavalier in the observance of the laws; the planter on his semi-feudal estate was a law unto himself. The yeomen, too, living largely on land that they owned and regarding themselves as “the sovereign people,” were among the freest and most independent of Americans.

[In the 1840s and 1850s], editors, preachers, and politicians launched a vigorous propaganda campaign against Southern youth attending Northern schools and colleges. In the minds of conservative Southerners public education now became associated with the “isms” of the North – abolitionism, feminism, pacifism, Fourierism, Grahamism. Thus Southerners tended to regard the great majority of Northern people as sympathetic to the wilds visions and schemes of reform advocated by the northern extremists.

For many years Yankee professors and teachers had staffed Southern colleges and schools to a large extent, but in the last two decades of the antebellum period a pronounced hostility arose against the employment of educators from the North.

When [University of North Carolina] President David L. Swain defended the appointment [of a Northern teacher, he cited] earlier examples [of] employing foreign professors, the highly influential [Fayetteville News & Observer] editor, E.J. Hale replied: “In [two Southern] institutions, filled with foreigners and Northern men, there have been most deplorable outbreaks & riots and rows. Both have been noted for the prevalence and propagation of infidel notions to religion.”

(The Mind of the Old South, Clement Eaton, LSU Press, 1964, pp. 110; 305-306)

The wide range of what can be referred to as “American” flags is seen in all Territorial & State flags, as well as the Bennington, Betsy Ross, Gadsden, Texas Republic, California Bear, Maine Pine and Star, Bonnie Blue – and all flags of the American Confederacy, 1861-1865. The Stars & Stripes is one of the “American” flags noted above, but not the only one. It is properly referred to as the flag of the United States.

The Gen. Wm. J. Hardee headquarters flag, dark blue with a large white circle is an “American” flag. So is Gen. Robert E. Lee’s headquarters flag, and North Carolina Republic flag of 1861.

What are called “Confederate” flags include not only the First National, which is the actual Stars & Bars, but also the Second and Third National, as well as regimental and unit flags – all “American” flags. It is noteworthy that the “X” pattern of the Battle Flag is drawn from St. Andrews Cross, which makes the Second and Third National flags of the American Confederacy the only national flags in the Western Hemisphere to incorporate a Christian symbol.

To Southern soldiers 1861-1865, their flags symbolized all the reasons they fought: defense of their families, home, community, and their efforts to preserve a heritage of liberty they traced back to their forefathers and the American Revolution.

Especially in the South, the unit flags were sewn by the mothers, aunts, daughters and sisters of those who went off to defend their country. Consider this from the presentation of the Desoto Rifle’s unit flag in 1861 New Orleans:

“Receive from your mothers and sisters, from those whose affections greet you, these colors woven by our feeble but reliant hands; and when this bright flag shall float before you on the battlefield, let it not only inspire you with the patriotic ambition of a soldier aspiring to his own and his country’s honor and glory, but also may it be a sign that cherished ones appeal to you to save them from a heartless and fanatical foe.”

What those mothers and sisters spoke of as they presented the colors to their men is best captured by Brigadier-General Lewis Armistead as his 53rd Virginia Regiment began the long walk toward enemy lines on Gettysburg’s third day:

“Men, remember your wives, your mothers, your sisters and your sweethearts! Armistead walked down the line to the men of the Fifty-seventh Virginia, to whom he yelled:

“Remember men, what you are fighting for. Remember your homes and firesides, your mothers and wives and sisters and your sweethearts.”

All was nearly ready now. He walked a bit farther down the line, and called out: “Men, remember what you are fighting for! Your homes, your firesides, your sweethearts! Follow me.”

(Sources: The Returned Battle Flags, Richard Rollins, editor, 1995; The Damned Flags of the Rebellion, Richard Rollins, 1997. Rank and File Publications)

The Wilmington Journal editorialized on 25 September 1863 that: “It is a curious fact, for those who maintain the civil war in America is founded upon the slave question, that [John Newland Maffitt] should be the very man who has distinguished himself actively against the slave trade.”

Maffitt, born of Irish parents at sea on the Atlantic on 22 February 1819, was said to be “born to command a ship.” He was “cultivated and gentlemanly,” blessed with a magnetic personality, and his seagoing exploits during the war are legendary.

The slave ship Echo noted below was originally built and registered in Baltimore in 1845 as the Putnam, for the New York City merchants Everett and Brown. The latter sold the ship in 1857 to “New York slave traders.”

New York City at the time “proved to be an ideal port for launching illegal slave voyages at this time: it boasted an abundance of available vessels and seafarers, it was overseen by overstretched and often corrupt port officials, and it even offered a legitimate trade in West African palm oil that could serve as a legitimate cover for illegal human trafficking.”

The newly purchased Putnam was sent on its first slaving voyage in 1857, the first of fifteen to leave New York City docks in that year alone.

Emancipator and Confederate Naval Officer

“Maffitt had captured a beautiful clipper named Echo, originally from Baltimore. It had a crew of eighteen, several of whom were Americans. It carried – stowed in a false lower deck only forty-four inches high – some three hundred African slaves. They were separated by sex and almost entirely naked. Maffitt ordered [two officers with a prize crew] to sail the Echo to Charleston to be turned over to the US marshal for disposition in court.

From orders dated 11 June 1859, he learned his new command was to be the USS Crusader [to be used] again cruising for slavers. (His earlier capture of the Echo had touched off great interest in the enterprise and led to a series of captures by other US naval vessels).

[On May 23rd, 1860] off the northern coast of Cuba [Maffitt stopped and boarded a suspicious square-rigger flying a French flag]. At this moment, hundreds of blacks broke open the hatches and, with a great shout, swarmed on board. When they saw the American flag over the Crusader, they became frantic with joy. The men danced, shouted, and climbed into the rigging. The women’s behavior was quite different. Totally nude, and some with babies in their arms, they withdrew to sit upon the deck, silent tears of appreciation in their eyes.

The crew of the slaver . . . stated their ship had no name, but it subsequently was found to be the bark Bogota out of New York. The cargo master spoke English and “might be taken for a Yankee galvanized into a Frenchman or Spaniard, as circumstances might dictate.”

Maffitt escorted the Bogota to Key West. The blacks, between four and five hundred of them, had been on passage in the Bogota for forty-five days from Ouida, a slave trading base in the People’s Republic of Benin (Kingdom of Dahomey). They, like many others, had been prisoners of war sold by the king.

At Key West, the blacks joined others who had been recaptured by the navy. Buildings had been erected to house them at Whitehead Point. At the time, there were some fourteen hundred Africans in the complex awaiting government disposition.”

(High Seas Confederate: The Life and Times of John Newland Maffitt, Royce Shingleton, University of South Carolina Press, 1994, excerpts pp. 26-30)

With the death Mary Custis Lee’s father Washington Custis, the last of George Washington’s family, in October 1857, Robert E. Lee was named executor of his will. It left Lee with the care of three hundred black people to “be fed and clothed and sheltered and kept warm; the sick, aged and infirm looked after.”

In compliance with his father-in-law’s will, Lee freed the 300 black people under his care with manumission papers on December 29, 1862. In stark contrast, it is reported that over time, Harriet Tubman spirited 70 slaves away from their home plantations toward a North hostile toward black people.

Robert E. Lee, Emancipator

“Mr. Custis, my grandfather, had made [my father] executor of his will, wherein it was directed that all the slaves belonging to his estate should be set free after the expiration of so many years. The time had now arrived, and, notwithstanding the exacting duties of his position, the care of his suffering soldiers, and his anxiety about their future, immediate and distant, he proceeded according to the law of the land to carry out the provisions of the will, and had delivered every one of the servants, where it was possible, their manumission papers.

From his letters written at this time I give a few extracts bearing on this subject:

“. . . As regards the liberation of the people, I wish to progress in this as far as I can. Those hired in Richmond can still find employment there if they choose. Those in the country can do the same or remain on the farms. I hope they will all do well and behave themselves. I should like, if I could, attend their wants and see them placed to the best advantage. But that is impossible. All that choose can leave the State before the War closes . . .

“I executed the deed of manumission sent me by Mr. Caskie, and returned to it to him. I perceived that [slaves] John Sawyer and James’s names had been omitted, and inserted them. If all the names of the people at Arlington and on the Pamunkey are not embraced in this deed I have executed, I should like a supplementary deed to be drawn up, containing all those omitted. They are entitled to their freedom and I wish to give it to them.

Those that have been carried away, I hope are free and happy; I cannot get their papers to them, and they do not require them. I will give them if they ever call for them. It will be useless to ask their restitution to manumit them . . .”

(Recollections and Letters of General Robert E. Lee: by His Son Captain Robert E. Lee, Garden City Publishing, 1904, excerpts pp. 89-90)

“From 1811 to 1850,” writes Dr. Clyde Wilson, South Carolinian John C. Calhoun served “as representative from that State, secretary of war, vice-president, twice presidential contender, secretary of state, and senator for fifteen years – Calhoun was a central figure in the American experience.

This simply-educated American “had a major if not always decisive influence on every issue of the period – in regard to not only State-federal conflict and slavery . . . but also to free trade and tariff, banking and currency, taxation and expenditures, war and peace, foreign relations, Indian policy, and public lands, internal improvements, the two-party system, and the struggle between congressional and presidential power” – all of which were causations of the fratricidal war he could see on the horizon, but did not live to see.

The Education of a Remarkable Statesman

“Calhoun’s education was wholly remarkable. “There was not an academy within fifty miles,” says one account. “At the age of thirteen he was placed under the charge of his brother-in-law, Moses Waddel, a Presbyterian clergyman in Columbus County, Georgia.”

In fourteen weeks, it is said, he had read Rollins Ancient History, Robertson’s Charles V, and South America, and Voltaire’s Charles XII. Cook’s Voyages (small vol.) Essays by Brown and Locke’s Essay as far as the chapter on Infinity.

“Sawney” [a young African boy], we learn, was his constant companion and playmate in these days. No more is heard of books until five years later, when there seems to have developed a unanimous consensus that this young man should have the benefit of higher education. Thus young Calhoun entered upon the higher education when many are about to leave it. “In [nature’s] school, remarks Calhoun’s most discrimination eulogist, “he learned to think, which is a vast achievement.”

The academy, which had now been established by this same Dr. Waddel, near Calhoun’s home, was selected for the first stage. “The boys boarded at farmhouses in the woods near the academy, furnishing their own supplies. At sunrise, Dr. Waddel was wont to wind his horn . . . At an early hour, the pupils made their appearance at the log cabin schoolhouse.

After prayers, the pupils, each with a chair bearing their name sculpted in the back of it, retired to the woods for study, the classes being divided into squads according to individual preference.

At the same time Calhoun launched for the first time into “amo” and “penna,” a batch of timorous freshmen were tapping at the doors of Yale. In two years’ time, Calhoun joined those freshmen at the junior class, and two years later graduated with them, in 1804. None of the accounts fail to mention that the subject of his graduation essay was “The qualifications necessary to constitute a perfect statesman.” It was an appropriate text for the life that followed.

Eighteen months now at a law school in Connecticut, and eighteen more in lawyers’ offices in Charleston and Abbeville, and seed time is past, the harvest begins. Two years later he was sent to the State Legislature, whence, in turn . . . he was transferred to the House of Representatives in Washington.

Looking back, Calhoun at thirteen starts at books, but is choked off; five years’ hunting, fishing and farming, at eighteen to Waddel’s Academy; at twenty to Yale; twenty-two graduates; twenty-five lawyer; twenty-seven State Legislature; twenty-nine, Congress.”

(Life of John C. Calhoun, Gustavus M. Pinckney, Walker, Evans & Cogswell Co., 1903, excerpts pp. 14-18)

“General Leonidas Polk and his staff met with Union officers under a flag of truce in November 1861.

After disposing of matters of business, the men adjourned for a simple luncheon. A Union colonel raised his glass and proposed a toast, “To George Washington, the Father of His Country.”

To that toast General Polk quickly added: “And the First Rebel.” All officers drank to the amended toast.”

(An Essential Amendment, Southern Partisan, Volume XXIV, Number 2, pg. 11)

General Clement A. Evans was born in Stewart County, Georgia in 1833, 100 years after the colony had been founded by Oglethorpe, and during the nullification crisis. He was wounded five times during the war and commanded Lee’s rearguard during the evacuation of Petersburg in April 1865. During Lee’s advance toward Gettysburg in mid-1863, he wrote of “coarse” Pennsylvania women “evidently accustomed to labor,” and that “people say that volunteering for Lincoln’s army is over with and that young men will hide from the draft.”

Rough Language & Peace Democrats in Pennsylvania

“June 24 [1863] Wednesday –

Marched from Waynesboro toward Chambersburg [Pennsylvania] passing through Quincy, Funkstown & other small villages. Encamped near Greenwood, on the Baltimore and Chambersburg turnpike. The class of Pennsylvanians met on this route do not impress one favorably. We find them generally living in pretty good style, but coarse, uneducated and apparently having little knowledge of the outside world. Some of them have never seen a cannon and expressed great anxiety to see the big guns.

The Southern troops were considerably surprised at the rough and profane language of the Pennsylvania belles. To us who never heard a rough word from the lips of a Southern lady, it sounds very strange to hear these Northern women curse – Considerable alarm is manifested at our approach. In some instance citizens leave their houses to our mercy, but I am glad to write that generally the orders have been observed.

The citizens supply our troops too liberally with the article of whiskey. Certainly they can ruin our army by the liberality of that sort unless the orders are enforced. In Quincy, the merchants were selling their goods to our soldiers, taking Confederate money freely.

The country we have passed through resembles the Valley of Virginia. But we have reached a much poorer region, settled by poorer people.

June 25. Thursday –

Went with the picket to their posts and took dinner with a Pennsylvania Dutch Lady. Talked to some of the peace Democrats. They appear to be very hostile to the Abolitionists & in favor of Peace. They hope for a restoration of the Union by a peace policy.

The soldiers are behaving well. These people who have been unaccustomed to an army think that the loss of a beehive or a dozen poultry quite a hardship. They ought to see the Virginia farms despoiled, houses burned, Negroes run off, women and children turned out of doors – then they would not complain.”

(Intrepid Warrior, Clement Anselm Evans: Confederate General from Georgia, Life, Letters and Diaries, Robert G. Stephens, editor, Morningside House, 1992, excerpts pp. 213-214; 218)